Exploring Biotechnology Using Case-Based Multimedia

Bergland, Mark; Lundeberg, Mary; Klyczek, Karen K.; Sweet, Jennifer A.; Emmons, Jean; Martin, Christine; Marsh, Katherine; Werner, Joy; Jarvis-Uetz, Michelle

doi:10.1662/0002-7685(2006)068[0081:ebucm]2.0.co;2

Cited by 11 publications

(6 citation statements)

References 6 publications

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“…Previous research in motivation has suggested that "unless teachers act in ways that promote cognitive engagement, students' motivation to learn will not necessarily translate into thoughtfulness or greater understanding of the subject matter" (Blumenfeld, Mergendoller, and Puro, 1992). Blumenfield, Puro, and Mergendoller (1992) argued that teachers need to both "bring the lesson to students" and "bring students to the lesson" in order to translate motivation into thoughtfulness.…”

Section: A Implicationsmentioning

confidence: 99%

“…Cases have also been found to increase students' critical thinking and problem-solving skills (Dochy et al, 2003;Yadav and Beckerman, 2009), higher-order thinking skills (Bergland et al, 2006;Dori, Tal, and Tsaushu, 2003), conceptual change (Gallucci, 2007), and their motivation to learn (Yadav et al, 2007). For example, 200 non-science major students participated in a study to investigate the effects of using cases to teach biotechnology concepts (Dori, Tal, and Tsaushu, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Lessons Learned: Implementing the Case Teaching Method in a Mechanical Engineering Course

Yadav

Shaver

Meckl

2010

J of Engineering Edu

129

104

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Background Case studies have been found to increase students' critical thinking and problem‐solving skills, higher‐order thinking skills, conceptual change, and their motivation to learn. Despite the popularity of the case study approach within engineering, the empirical research on the effectiveness of case studies is limited and the research that does exist has primarily focused on student perceptions of their learning rather than actual learning outcomes. Purpose (Hypothesis) This paper describes an investigation of the impact of case‐based instruction on undergraduate mechanical engineering students' conceptual understanding and their attitudes towards the use of case studies. Design/Method Seventy‐three students from two sections of the same mechanical engineering course participated in this study. The two sections were both taught using traditional lecture and case teaching methods. Participants completed pre‐tests, post‐tests, and a survey to assess their conceptual understanding and engagement. Results Results suggested that the majority of participants felt the use of case studies was engaging and added a lot of realism to the class. There were no significant differences between traditional lecture and case teaching method on students' conceptual understanding. However, the use of case studies did no harm to students' understanding while making the content more relevant to students. Conclusions Case‐based instruction can be beneficial for students in terms of actively engaging them and allowing them to see the application and/or relevance of engineering to the real world.

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Section: A Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Lessons Learned: Implementing the Case Teaching Method in a Mechanical Engineering Course

Yadav

Shaver

Meckl

2010

J of Engineering Edu

129

104

View full text Add to dashboard Cite

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“…The Case-It! learning environment is multifaceted and allows students to interact using three separate tools: Case-It Investigator, Case-It Simulation, and Case-It Launch Pad (Bergland et al, 2006).…”

Section: Research Contextmentioning

confidence: 99%

“…learning environment. Students published results from the tests and other HIV/AIDS information about their case that may help their ''patient'' on the web poster (see more detail in Bergland et al, 2006). Web posters included the following topics: background information related to the disease, biology of the disease, description of the given case, diagnostic testing, results and interpretation about each case scenario, statement for the patients in the case from the perspective of a doctor, and additional information.…”

Section: Data Sourcesmentioning

confidence: 99%

Participation in science practices while working in a multimedia case‐based environment

Kang

Lundeberg

2010

J Res Sci Teach

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The purpose of this study was to investigate how two female students participated in science practices as they worked in a multimedia case‐based environment: interpreting simulated results, reading and writing multiple texts, role‐playing, and Internet conferencing. Using discourse analysis, the following data were analyzed: students' published web posters, Internet conferencing logs between American and Zimbabwean university students, and a focus group interview. Three constructs supported the development of these students' identities in practice: (a) multimedia cases creating emotional involvement; (b) authoring web posters, and role‐playing situated in cross‐cultural social networks; and (c) altruism associated with relevant global topics. The investigators argue that educators and developers of online learning environments consider social contexts, authoring, and opportunities for cross‐cultural interaction to support participation in science practices. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1116–1136, 2010

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“… Case‐based learning—a pedagogical approach that introduces a problem‐motivated investigation that requires students to analyze, integrate, and apply course materials, ethics, opinion, and real‐world information to formulate a solution (Kendler and Grove, 2004, Bergland et al, 2006). Hands‐on education—learning through concrete and tangible demonstration techniques (Haskett, 2001).…”

mentioning

confidence: 99%

Improving a Field School Curriculum Using Modularized Lessons and Authentic Case-Based Learning

Rea

Hodder

2007

Journal of Natural Resources and Life Sciences Education

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University course evaluations are replete with student comments expressing frustration with taking time out of work, paying money for, and putting energy into field education projects that lack authentic “real‐world” problem‐solving objectives. Here, we describe a model for field school education that borrows on pedagogical tools such as problem‐based learning, hands‐on instruction, field‐based education, and teaching through research, and employs modularized teaching in a way that incorporates numerous resource management issues and values into a case study that addresses an authentic forest management issue. In presenting the model, we present data from student comments and course evaluations on the effectiveness of our approach and describe and underscore those elements that have served as the guiding force in refining the field school curriculum that we currently use at the University of Northern British Columbia. Additionally, we make recommendations on how to integrate other key elements into the curriculum that appear to be critical for conducting a successful field school.

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Exploring Biotechnology Using Case-Based Multimedia

Cited by 11 publications

References 6 publications

Lessons Learned: Implementing the Case Teaching Method in a Mechanical Engineering Course

Lessons Learned: Implementing the Case Teaching Method in a Mechanical Engineering Course

Participation in science practices while working in a multimedia case‐based environment

Improving a Field School Curriculum Using Modularized Lessons and Authentic Case-Based Learning

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